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more access will require partnerships and financial help, but would further the mission of the school while having a greater impact on the surrounding community.
In addition, although the school has diversity in an international way, there is a noticeable lack of ethnic minorities in the school, particularly of Hispanic and African-American descent. Global Academy does not seem to be diverse in this regard given the majority of the students are White and/or Asian. This is not to say that Global Academy does this on purpose or in any way avoids certain races. It is, however, a microcosm of society; the tuition has clearly prevented many ethnic minorities from even dreaming about attending this thirty-thousand a year school. Although it is important again to note that there are various international backgrounds represented in the school opening accessibility in this way will also help continue a global vision.
Continue Study Abroad Program
Global Academy should continue its excellent linguistic, cultural and academic trips abroad but should also look to expand the Study Abroad experiences to include other cultures and perhaps partnerships for lower costs. These powerful exchange trips have the potential to put a global curriculum into a real world perspective for many students at Global Academy. The buzz of past and future trips is palpable as you walk through the school as well as in the classroom. Most students are eager to talk about their past experiences and newer students are eager to get the cultural experience and/or the opportunity to use a language they have learned over the years. It is apparent that these trips are a vital part of Global Academy’s success and so continuing them would only make sense. However, there should be constant innovation in where students are sent as
Object Description
| Title | Globalization, curricular elements, organizational structures and perceived student outcomes in California schools |
| Author | Vigil, Ricardo |
| Author email | tracer1150@aol.com; ricardjv@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2011-02-11 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-26 |
| Advisor (committee chair) | Gothold, Stuart E. |
| Advisor (committee member) |
Hocevar, Dennis J. Love, Laurie |
| Abstract | The world is becoming increasingly connected and this has begun to affect the political, economic, cultural and societal aspects of our lives. Globalization will push individuals to have sensitivity to foreign cultures, fluency in foreign languages and an understanding of international trade and technology while also having the ability to reshape what people think about nations, boundaries and identities. How people react to globalization will depend heavily on who is viewing it and this complexity brings with it values and tensions from various parts of the world. Consequently, globalization carries tremendous ramifications for education and whether or not globalization is accepted, the forces and trends it is presenting are too strong to ignore. So the questions at hand are now: what are schools doing to address this idea, what are schools doing to educate students about globalization and has the idea of global citizenship been addressed? This study addresses what education in the United States is currently focused on and what education is doing in consideration of globalization; specifically what role students will play in a globalized world. The intent of this study was to identify global curricular and organizational elements that are present in California schools and what associated student outcomes are produced. Furthermore, the idea of global citizenship is now a distinct possibility; an idea that begins to blur current ideas of citizenship in an era of nation-states. The idea of relating to others now goes beyond national borders in ways that make it necessary to be aware of political, economic and social issues in other nations. This study also examines what it means to be a global citizen and what are schools doing to make this happen. As part of a thematic dissertation group of eight at the University of Southern California, this study focused on one school in California and found many elements that support globalization.; These included a well developed curriculum, organized leadership, international faculty, exchange trips abroad, a focus on 21st century skills and more. The results of these organizational and curricular ingredients include altruistic projects, community service, and academic excellence and can be useful to policymakers and school-builders who are trying to integrate globalization into schools. Ultimately, this study, in combination with the others in the thematic dissertation team, have the potential to make the curricular elements, organizational structures and student outcomes found in this study significant in attempting to address questions of globalization in schools. |
| Keyword | California; curricular elements; global education; globalization; international baccalaureate; student outcomes; global curriculum |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2040 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3777 |
| Contributing entity | University of Southern California |
| Rights | Vigil, Ricardo |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Vigil-4389 |
| Archival file | uscthesesreloadpub_Volume23/etd-Vigil-4389.pdf |
Description
| Title | Page 132 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 124 more access will require partnerships and financial help, but would further the mission of the school while having a greater impact on the surrounding community. In addition, although the school has diversity in an international way, there is a noticeable lack of ethnic minorities in the school, particularly of Hispanic and African-American descent. Global Academy does not seem to be diverse in this regard given the majority of the students are White and/or Asian. This is not to say that Global Academy does this on purpose or in any way avoids certain races. It is, however, a microcosm of society; the tuition has clearly prevented many ethnic minorities from even dreaming about attending this thirty-thousand a year school. Although it is important again to note that there are various international backgrounds represented in the school opening accessibility in this way will also help continue a global vision. Continue Study Abroad Program Global Academy should continue its excellent linguistic, cultural and academic trips abroad but should also look to expand the Study Abroad experiences to include other cultures and perhaps partnerships for lower costs. These powerful exchange trips have the potential to put a global curriculum into a real world perspective for many students at Global Academy. The buzz of past and future trips is palpable as you walk through the school as well as in the classroom. Most students are eager to talk about their past experiences and newer students are eager to get the cultural experience and/or the opportunity to use a language they have learned over the years. It is apparent that these trips are a vital part of Global Academy’s success and so continuing them would only make sense. However, there should be constant innovation in where students are sent as |
